Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 10 of 10
Full-Text Articles in Education
Does Removing Quizzes Impact Student Performance In An Online Course?, John Griffith
Does Removing Quizzes Impact Student Performance In An Online Course?, John Griffith
Publications
Data for 295 college online introductory statistics students were examined to determine if removing four module (weekly) quizzes impacted student performance on a cumulative exam. In this research, student performance was not significantly impacted by the removal of the quizzes. The difference in the exam mean score earned by the group of students who did not take quizzes was less than 0.8 of a point lower than the exam average for students who took the quizzes prior to the exam. Withdraw rates significantly declined from 5 percent to 1 percent. Results of this study support the idea that course designers …
Does Instructor Quality Affect Student Performance In A College Statistics Course?, John Griffith, Emily Faulconer, Bobby Mcmasters
Does Instructor Quality Affect Student Performance In A College Statistics Course?, John Griffith, Emily Faulconer, Bobby Mcmasters
Publications
Various instructor qualities have been shown to have variable influences student outcomes in online courses. In this study, the impact of faculty quality on student performance was examined by comparing student performance when taught by excellent faculty and average faculty (determined through administrative evaluations). We examined 328 student grades from a 2019 January term 200 level elementary statistics course. Student performance measures included final course scores, grade distributions and pass rates. Learning modality (asynchronous vs. synchronous) and course design (e.g. syllabus, textbook, assignment and assessment design, etc.) as confounding variables were controlled through the template approach implemented at the study …
The Relationship Between Learning Mode And Student Performance In An Undergraduate Elementary Statistics Course In The United States, John C. Griffith, Emily K. Faulconer, Bobby L. Mcmasters
The Relationship Between Learning Mode And Student Performance In An Undergraduate Elementary Statistics Course In The United States, John C. Griffith, Emily K. Faulconer, Bobby L. Mcmasters
Publications
Faculty have conducted many studies on the relationship between learning mode and student performance but few researchers have evaluated final grades, grade distribution, and pass rates in a sophomore introductory statistics course with a non-traditional student population who self-selected the learning mode from among different course sections. Accordingly, we examined 307 end-of-course grades from four different modes of instruction: (a) online, (b) videosynchronous learning classroom, (c) videosynchronous learning home, and (d) traditional classroom in an introductory statistics course. All data on grades, which included pass rate and grade distribution, were collected from the nine-week January 2019 term. All learning modes …
Perspectives On Undergraduate Research Mentorship: A Comparative Analysis Between Online And Traditional Faculty, Emily K. Faulconer, Zachary Dixon, John Griffith, Laura Faulconer
Perspectives On Undergraduate Research Mentorship: A Comparative Analysis Between Online And Traditional Faculty, Emily K. Faulconer, Zachary Dixon, John Griffith, Laura Faulconer
Publications
With an increase in distance faculty, it is important to understand how faculty perceptions of undergraduate research mentorship differ between distance and traditional faculty. Perceptions were examined in a medium sized, not-for-profit university with both residential and distance faculty. Residential faculty were more likely to mentor or were very interested in undergraduate research, but overall interest in mentorship was similar across campuses. Faculty status or career experience was not correlated to interest or engagement in research mentorship. Traditional faculty were more likely to report time commitment as a significant barrier than distance faculty. Other barriers and benefits were aligned between …
Undergraduate Research For Online Students, Emily K. Faulconer, Amy B. Gruss
Undergraduate Research For Online Students, Emily K. Faulconer, Amy B. Gruss
Publications
Since the term “high impact educational prac-tices” (HIPs) was coined in 2008, it comes up often in SoTL research and professional devel-opment. Undergraduate research is one of the commonly listed HIPs. The profes sional and personal benefits to studentsP are numerous, including increased perAsistence, self-confi-dence, career preparation, enhanced mentori©ng relationships, development of transferable skills, networking opportunities, and balancing of intellectual independence and collaboration skills (Council on Undergraduate Research, 2017; Lopatto, 2006, 2010; Madan & Teitge, 2013).
A Review To Weigh The Pros And Cons Of Online, Remote, And Distance Science Laboratory Experiences, Emily Faulconer, Amy B. Gruss
A Review To Weigh The Pros And Cons Of Online, Remote, And Distance Science Laboratory Experiences, Emily Faulconer, Amy B. Gruss
Publications
The effectiveness of traditional face to face labs versus non-traditional online, remote, or distance labs is difficult to assess due to the lack of continuity in the literature between terminology, standard evaluation metrics, and the use of a wide variety non-traditional laboratory experience for online courses. This narrative review presents a representative view of the existing literature in order to identify the strengths and weaknesses of non-traditional laboratories and to highlight the areas of opportunity for research. Non-traditional labs are increasingly utilized in higher education. The research indicates that these non-traditional approaches to a science laboratory experience are as effective …
Faculty And Student Issues With Group Work: What Is Problematic With College Group Assignments And Why?, Joanne P. Labeouf, John C. Griffith, Donna L. Roberts
Faculty And Student Issues With Group Work: What Is Problematic With College Group Assignments And Why?, Joanne P. Labeouf, John C. Griffith, Donna L. Roberts
Publications
Embry-Riddle Aeronautical University researchers analyzed 811 (118 faculty and 693 student) comments to determine perceptions of group work in the academic setting. The biggest issue noted by both groups was allocation of grades for group members. Students perceived that all students received the same grade in a group project, regardless of effort. Most faculties did not share that perception, but noted difficulties in assigning group grades as well. Faculty and students described difficulties encountered by students when working on group projects in online or distance learning settings due to limited interaction and time zone differences and/or different work schedules. Faculty …
Social Networks In Higher Education: A Study Of The Relationship Of Social Structural And Proximity Factors To Teacher Credibility And Perceived Quality Of Academic Life, Gordon R. Haley
Publications
As Berge (1998) tells us, learning is a lifelong process that is important to effective participation in cultural and economic life in a democratic society. In their research on cultural issues in distance education, Enoch and Soker (2006) note one of the major concerns of modern societies today is to ensure increased access to higher education, and to include members of formerly under-represented social groups and categories, such as ethnic and racial minorities, women and people who live in distant rural or disadvantaged areas or who have to combine their studies with full-time or part-time jobs. Building on the work …
Determining Which Delivery Styles Are Best Suited For Instructing In The Distance Learning Environment, James T. Schultz, Marian C. Schultz, Thomas G. Henkel
Determining Which Delivery Styles Are Best Suited For Instructing In The Distance Learning Environment, James T. Schultz, Marian C. Schultz, Thomas G. Henkel
Publications
The purpose of this study was to ascertain if there is a specific style of teaching which is better suited for the distance learning (virtual) environment, as opposed to the traditional classroom environment. Numerous studies have shown that individuals have different delivery styles in the classroom. The study utilized instructor delivery styles and faculty perceptions of distance learning programs to develop an instrument which identifies the style that would be more successful in the distance learning environment. The study employed an author developed instrument, which included a derivative of the Kolb Learning Style Inventory (LSI) instrument, to determine the teaching …
A Historical Overview Of Internet Reference Services For Distance Learners, Anne Marie Casey
A Historical Overview Of Internet Reference Services For Distance Learners, Anne Marie Casey
Publications
The advent of library services and collections on the Internet revolutionized reference services to students enrolled in distance learning programs. Prior to the Internet, reference librarians who supported distance learning programs had few methods, and many of them costly, to provide the equivalent library services advocated by the ACRL Guidelines. Through the Internet, these librarians were able to approximate the services and resources that had always been available to students who came into the library. This article describes the development of reference services on the Internet in a variety of libraries that support distance learners.